KNOWING ENGLISH OR DOING ENGLISH? QUESTIONING ENGLISH TEACHERS’ BELIEF TOWARD THEORETICAL BASED TEACHING

Abstract

This research, entitled “Knowing English or Doing English? Questioning English Teachers’ Belief Toward Theoretical-Based Teaching,” investigates the rationale behind the persistent adoption of theory-based pedagogical strategies by numerous English educators in Indonesia and examines the implications of these beliefs on students' speaking proficiency. Employing a mixed-methods framework, the study engaged 50 educators from junior and senior high schools through the administration of surveys and comprehensive interviews. Quantitative analysis indicates that while a majority of educators acknowledge the significance of grammar and vocabulary, a notable proportion (86.7%) concurs that the integration of theoretical constructs with practical application can enhance students’ proficiency in English, particularly in speaking. Nevertheless, systemic impediments, including curriculum mandates, insufficient training opportunities, inadequate resources, and large class sizes, hinder the effective implementation of communicative instructional methodologies. Qualitative findings further reveal that educators frequently resort to theoretical instruction due to institutional pressures and student-related obstacles, such as anxiety associated with speaking or the fear of making errors. Although they acknowledge the importance of practical instructional strategies, many educators exhibit a lack of confidence or access to the necessary resources to execute them effectively. The study concludes that it is imperative to bridge the divide between theoretical understanding and authentic communication practices to advance English language education in Indonesia. It advocates for targeted professional development initiatives and structural support mechanisms to empower educators in adopting more interactive and student-centered pedagogical practices.